How to Participate

This series of live webinars will be streamed over the web via Zoom. Registered participants will receive an e-mail with instructions, the link to join the webinar and any other materials on the morning of the event.

Each workshop will be 50 minutes to an hour and 20 minutes, consisting of a discussion of the main topic of the webinar by the presenters, with about ten minutes at the end for questions and answers.

Registration is free for TASH Members. Non-members can register for individual episodes for $20 per episode, or $150 for the entire series.

You need to be logged in to your member account for the checkout system to apply your member discount. If you don’t know your member account login and password, you can find instructions for resetting them here, or you can contact Donald Taylor at dtaylor@tash.org for help with your membership.

All presentations will be recorded and available for purchase in the TASH Training Resource Library, or available without additional charge to applicable TASH members.

Not presently eligible for the membership discount? Become a member today and save.

If you have any questions or need help, you can contact Donald Taylor at dtaylor@tash.org or (202) 878-6959.

Upcoming Episodes

2:00-3:00 PM Eastern, Thursday, April 3, 2025

Legislative Advocacy 101: Understanding Public Policy and How to Interact with Legislators

Francisco Valenzuela

The presentation will help attendees understand the importance of communicating effectively with stakeholders in the community in order to have public policy discussions with elected officials and their staff. Stakeholders can help create the dialogue needed to bring awareness to issues related to the developmental disability community. Legislative Advocacy 101: Understanding Public Policy and How to Interact with Legislators will help bring valued points to meetings with elected officials. This presentation will also focus on TASH’s value of diversity inclusion for all.

Learning Objectives:

• The importance of highlighting key points.
• How to prepare for a legislative meeting.
• Understanding the value of good public policy.
• Who should be part of the meetings.
• Choosing your messaging, talking points and personal stories.
• How to make legislators care about your issues.

Francisco Valenzuela has served as the Director of Government Affairs and Community Relations for the San Andreas Regional Center for the past 25 years. The San Andreas Regional Center is a community-based, private nonprofit that serves over 19,000 families in the counties of Santa Clara, Santa Cruz, San Benito, and Monterey. It is one of 21 regional centers throughout the State of California funded by the Department of Developmental Services as required by the Lanterman Developmental Disabilities Act. He meets regularly with local, state and national elected officials and their staff on pending policy, bills, and budget issues that could impact developmental disability community. He is responsible for organizing the San Andreas Regional Center’s Annual Legislative Luncheon, and Annual Service Above Self Awards Dinner.

Prior to San Andreas worked as a Congressional Aide to Congresswoman Zoe Lofgren at her District Office. He completed a BS and some graduate course work at San Jose State University. He is a lifelong advocate and supporter of programs serving at-risk youth, social, cultural, and economically disadvantaged communities, domestic violence victims, disability groups, cancer organizations, and after school programs.

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2:00-3:30 PM Eastern, Thursday, April 10, 2025

Supporting Students with Aggressive Behaviors

Kayla Coburn

This presentation will give information to participants on how to best support students, staff, and themselves when aggressive behaviors occur. We will go over types of training, trauma, communication, strategies, and how to create a classroom prepared to support students when they are dysregulated. Together we will go over behavior intervention plans and A-B-C charts that can help create a mental map for educators to best support their students by figuring out what the precursors and solutions are. Together we can understand where these types of behaviors are coming from and how best to support students to be included in their community successfully!

Learning Objectives:

• Understanding where behavior is coming from.
• Resources to bring back to their school sites to discuss aggressive behaviors and. how to best support their students.
• Strategies to bring back to their classroom to work on as a team to gain confidence when supporting students

Kayla Coburn is a former para, special education teacher, and education specialist now mom of two and inclusion consultant. Working in education since 2010 but always with the mission to include everyone in her community. Kayla is the founder of Inclusion Starts Now and a self-published author and had written three children’s books all about inclusion.

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2:00-3:00 PM Eastern, Thursday, April 17, 2025

Sensor Technology to Measure Social Interactions of Children with Disabilities

Sarah Douglas

This session will highlight the application of sensor technology to measure the social interactions of children with disabilities and their peers in inclusive school settings. Social interaction profiles of a children with disabilities and their peers will be presented and compared (e.g., social network, initiations, terminations, total interaction time, activity preference).

Participants will be able to:

• Describe the available technologies to measure social interactions of young children.
• Describe the sensor technology and its utilization in inclusive educational settings.
• Critically examine the unique differences in social interaction skills among children with autism and their peers.

Dr. Sarah Douglas is an Associate Professor at Michigan State University where she directs the RADD lab (Research on Autism and Developmental Disabilities). Her work focuses on paraeducator supports, augmentative and alternative communication, children with extensive support needs, and inclusion.

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2:00-3:00 PM Eastern, Thursday, April 24, 2025

Impact of Travel Instruction on Use of Rideshare Services among Transition-Aged Youth with IDD

Ryan Wennerlind and Sharin Richter

People with IDD experience limited community access hindering leisure, social ties, job opportunities, and healthcare. In the last five decades, researchers have increased travel-related skills among individuals with IDD; recent research has extended to rideshare use. In this session, researchers will highlight salient points of a single subject research study, a multiple probe across participants, in which three transition-aged youth with IDD increased skills to travel in their community via Uber. Researchers will share guidelines related to teaching procedures and data collection forms and recommendations related to cost, payment settings, and materials for practitioners who aim to deliver rideshare instruction. To support future research, presenters will describe strategies to proactively navigate challenges in conducting rideshare research, including protections to uphold safety and facilitate IRB approval, in-app prompt variations, and costs associated with rideshare services.

By the end of the session, attendees will better serve diverse youth with IDD, via:

• Knowledge of rideshare research;
• Consideration of procedures, measures, and results of successful rideshare research study; and
• Identification of challenges and skills to proactively address them in future rideshare research and practice.

Ryan Wennerlind is the director of the Inclusive Futures Program at UNC Wilmington. The Inclusive Futures Program is an inclusive postsecondary education program for individuals with intellectual disabilities. Ryan’s research interests include inclusive education, transition to postsecondary education, and evidence-based practices in transition.

Sharon Richter is an Associate Professor of Special Education at UNC Wilmington. She teaches undergraduate and graduate courses that prepare prospective teachers for classrooms that serve students with disabilities. Appropriate education and community engagement for individuals with significant intellectual and multiple disabilities are at the center of her teaching, research, and service.

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2:00-3:00 PM Eastern, Thursday, May 1, 2025

AI for Inclusive Education: Amplifying Advocacy and Transforming Practice

Casey Cosgriff, Ph.D.

Explore the transformative potential of Artificial Intelligence (AI) to advance inclusive education for all students. This interactive webinar will move beyond the hype and delve into practical applications of generative AI tools for educators, families, and advocates. We will examine how AI can be leveraged to enhance inclusive practices, amplify student voices, and create more equitable learning environments. While examples from preservice teacher education will be shared, the focus will be on broader applications relevant to a range of stakeholders. Participants will learn about specific AI tools and strategies they can use to improve assessment, personalize learning, enhance communication, and strengthen advocacy efforts. Join us to explore how AI can be a powerful force for positive change in inclusive education.

Participants will be able to:

• Identify and evaluate a range of generative AI tools and their potential applications within inclusive educational settings, considering ethical implications and potential biases.
• Apply AI-powered strategies to enhance inclusive practices in their respective roles (e.g., educators using AI for differentiated instruction, team members using AI for inclusive planning meetings, families using AI for communication and advocacy).
• Collaborate with colleagues, families, and other stakeholders to explore how AI can be used to create more welcoming, equitable, and inclusive learning environments for all students.
• Critically analyze the role of AI in shaping the future of inclusive education and discuss strategies for ensuring that AI is used responsibly and ethically to promote equity and access for all.

Casey Cosgriff, Ph.D. is an Assistant Professor teaching special education in the Teacher Education Program in the Volgenau College of Education at Morehead State University. He has eight years of experience as a middle school special educator, focusing on students with autism, and twelve years in higher education. His research and teaching interests span communication, collaboration, assistive technologies, including GenAI, assessment, postsecondary transition, self-determination, and advocacy for individuals with disabilities.

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2:00-3:30 PM Eastern, Thursday, May 8, 2025

Disability-Affirming Inclusive Education: Classrooms, Schools, Districts

Michael Sheehan

Efforts to include disabled learners have historically focused on the technical aspects of education such as adjusting service delivery, adapting curriculum, and ensuring accessible environments. We now need to examine the biases and ableism that are baked into our school system and culture. This session will explore ways to not only “include” disabled students; but also, how best to affirm disability identity and lived experience within school culture, curriculum, and community. A tool for teachers, students, parents, and school/district leaders will be provided.

Session participants will gain a deeper understanding of what it means to be disability affirming in their school community. Learning opportunities will include:

• Introduction to the Disability Affirming Indicators tool and guidance on how to convene school teams to explore disability affirming practices.
• Developing and practicing an understanding of disability affirming spaces and educational experiences that may positively impact all learners.
• Discussing disability affirming alternatives to ableist practices and language usage and choices.
• Identifying 3-5 concrete steps to create disability affirming spaces in participants’ school communities.

Michael Sheehan’s life work has been at the intersection of disability and K-12 education. He is a systems-thinker, an implementation specialist, and a leader in the field of multi-tiered system of support (MTSS) and inclusive education. Whether it’s assisting with student-specific supports, collaborating with schools and districts, or working with national organizations, Michael brings passion, humor, and insight to the work of promoting equity and inclusion. Among his many activities during his nearly twenty years with the University of New Hampshire, Michael co-led the Center on Inclusive Education, SWIFT Education Center, and numerous state and national projects to advance education. Michael founded a consulting company, Evolve & Effect, to assist those who are seeking significant change in education.

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2:00-3:30 PM Eastern, Thursday, May 15, 2025

Comprehensive Inclusive Education: Writing and Implementing Inclusive IEPs

Gail Ghere, Ph.D., Jaimee Kidder, Ph.D. and Jen Sommerness, Ed.S.

Increasing the percentage of students with extensive support needs (ESN) in general education for 80% or more of the school day is a priority for Washington’s Office of the Superintendent of Public Instruction (OSPI). To help achieve this, OSPI re-envisioned its technical assistance for inclusive IEPs. Partnering with the TIES Center, they developed an online resource that integrates high-quality inclusive education for students with ESN with the technical requirements of a well-designed IEP. This resource supports writing inclusive IEPs that build a vision for what is possible for all students, challenges limiting beliefs about inclusive education, supports meaningful collaboration with families, and provide a process for implementing inclusive education throughout the school day and across the school year. This new resource and accompanying guidance can be used and adapted by teams, including families, and districts beyond Washington state to write and implement inclusive IEPs.

By the end of the session, participants will be able to:

• Describe the major components of Washington state’s online resource for writing quality inclusive IEPs.
• Consider the impact of an online resource that continuously integrates a student’s story in an inclusive school with state regulations and guidance for writing and implementing IEPs.
• Understand how collaboration between families and the instructional teams are foundational for writing and implementing an inclusive IEP.
• Discuss strategies for using this resource to challenge beliefs and barriers to inclusive education for students with extensive support needs.
• Consider how developing this resource changed how OSPI envisioned technical assistance for writing IEPs.

Gail Ghere, Ph.D. is a Research Associate with the TIES Center and the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Dr. Ghere has over 40 years of experience in PreK-12 education ranging from being a related service provider to a Director of Special Education in a mid-size urban public school. She has published in the areas of collaborative instructional systems for special education (inclusive of students who are English learners), MTSS for All, separate school placements, classroom assessment practices, professional development processes, program evaluation, and paraprofessional development.

Jaimee Kidder (PhD, BCBA) serves as a Special Education Program Supervisor at the Office of Superintendent of Public Instruction (OSPI) in Washington state, with a focus on inclusionary practices and positive behavior support for all students. Dr. Kidder has 20 years of experience in special education and is deeply committed to working in a variety of spaces to support educators in implementing inclusive best practices, disrupting unjust and ableist beliefs about students with disabilities, partnering authentically with students and families, and building school communities in which all students belong.

Jennifer Sommerness, Ed.S. is a researcher at the TIES Center and National Center on Educational Outcomes (NCEO), at the University of Minnesota. She is known for her dedication to inclusive education and student success within general education. Jennifer has partnered in initiatives aimed at empowering educators to create inclusive learning environments where all students, including those with extensive support needs, can thrive. Her expertise and collaborative approach to professional development equip educators to embrace inclusive practices and foster a culture of belonging for each and every learner. Jennifer’s background first as an inclusive special educator, then as a national independent consultant with a background in educational administration and professional development provides the basis for her perspectives and practical strategies that create systems change. She has interests and is published in the areas of professional development processes, collaborative instructional systems for special education (inclusive of students who are English learners), classroom assessment practices, transition-aged inclusive practices, positive behavioral supports and communication, and paraprofessional development.

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2:00-3:00 PM Eastern, Thursday, May 22, 2025

Self-Perceptions of Teachers of Students with Severe Intellectual Disabilities

Allison McKinney Slifer

School inclusion has undoubtedly helped countless numbers of students with disabilities access the space and company of appropriate peers in order to increase social and learning opportunities. Meeting the basic needs of children with severe intellectual disabilities can be challenging for practitioners in this model. In addition to teaching content, teachers are responsible for a multitude of responsibilities during the school day. Content delivery must be highly engaging, intensive, and repetitive. Evidence-based interventions for this population are minimal. Special educators report feeling insufficiently prepared to teach this population (Ruppar, et al., 2016). This lack of resources and pedagogical understanding directly impact effective teaching, inhibiting student access to appropriate learning. Interviews were conducted with teachers of students with severe ID to evaluate their job responsibilities and pedagogical preparedness as they relate to their teaching effectiveness.

By the end of the session, participants will be able to:

• Identify the perceived barriers to effective teaching that teachers of students with severe ID encounter.
• Illustrate the multitude of responsibilities outside of teaching that these teachers manage and how they directly impact the teaching and learning of students with severe ID.
• Connect teacher needs to possible professional opportunities in their own programs to improve teacher and student outcomes.
• Hear from self-advocates about their own experiences with effective instruction in K-12 inclusion settings.
• Critically evaluate their own teacher preparation for working with students with severe ID.

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2:00-3:00 PM Eastern, Thursday, May 29, 2025

Removing Labels to Promote Inclusive Practices

Christine Bechtel and Shannon Zepp

Our School District Inclusion Action Plan included a line item to address titles of specific teachers and classrooms which represent institutionalized barriers to inclusion for students with the most significant cognitive disabilities. Historically, our district hired special education teachers titled “Learning For Independence (LFI) Teachers” who taught children with extensive support needs in an LFI Classroom. This practice of labeling specific teachers and specific learning spaces promoted exclusion of students with specific needs. This presentation will review the process to re-title personnel and re-imagine classroom spaces to promote greater and more authentic inclusive practices for students with extensive support needs. The process to prepare for these changes, including School Director, School Administrator, Teacher, and Parent buy-in, as well as the change’s impact (for better or for worse!) to system personnel, practices, and school environment will be reviewed.

Learning Objectives:

• Identify the labels/titles/names in their own educational environment or setting which may be creating barriers to inclusion.
• Summarize practices to initiate systems change related to labels/titles/names.
• Promote buy-in from all stakeholders (parents, students, teachers, support staff, administration, supervisors, related service providers) to support systems change.

Christine Bechtel is Supervisor for Special Education for Carroll County Public Schools. She earned a Bachelor’s degree in Psychology from St. Mary’s College of Maryland, a Master’s degree in Education from Loyola College, and certification for Administration as well as Equity and Excellence in Education from McDaniel College. Ms. Bechtel chairs CCPS’s District Inclusion Team and has dedicated her career to ensuring that students with disabilities have access to high quality rigorous instruction. Ms. Bechtel co-presented at the TASH Conference in Baltimore in 2023 (School District Level Practices to Increase System-wide Inclusion Sustainability), and again in New Orleans in 2024 (Improving Outcomes for Students with Extensive Support Needs through Inclusive Practices). In December 2024, Ms. Bechtel proudly accepted the Ralph Edwards Diversity and Social Impact Award and attributes CCPS’s success with inclusive practices to the team’s commitment to the work.

Shannon Zepp is a Principal at Westminster West Middle School in Carroll County Public Schools. She earned a Bachelor’s degree in Biochemistry and a Master’s Degree in Education from Virginia Tech and a certification for Administration from McDaniel College. Over the last several years, Ms. Zepp has worked with the staff at West Middle School and other inclusion teams across Carroll County Public Schools to increase the capacity for inclusive schools.

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2:00-3:00 PM Eastern, Thursday, June 5, 2025

I Scream You Scream We All Scream: Coaching Inclusive Education

Felicia Rutledge

In the spirit of celebrating together and letting the good times roll, this session highlights the crucial role of coaching in fostering inclusive education. In this interactive session, Dr. Felicia Rutledge will engage participants in identifying how coaching can support educators in integrating brain-based learning principles, assistive technology (AT), and culturally responsive teaching into their literacy and language instruction. Through interactive discussions and activities, participants will leave with actionable strategies for integrating UDL principles, utilizing assistive technologies, and applying culturally responsive teaching methods in language and literacy. This session aims to empower educators with the skills and confidence to create inclusive, supportive, and thriving learning environments for all students.

Participants will:

• Explore how brain-based learning principles underpin Universal Design for Learning (UDL) and enhance inclusive education.
• Learn how to effectively incorporate assistive technologies to support diverse learners in literacy and language.
• Identify strategies for integrating culturally responsive teaching practices to promote inclusivity in literacy and language instruction.
• Understand how coaching can facilitate the adoption of UDL, AT, and culturally responsive teaching methods to create an inclusive classroom environment.
• Gain practical tools and methods to apply these inclusive practices in their literacy and language classrooms.

Dr. Felicia Rutledge is an empowerment advocate for both scholar and adult brilliance. She attended Canisius College of Buffalo receiving a Bachelor of Arts in English and a Master of Science in Deaf Education. In 2017, Dr. Rutledge received a Doctorate in Education emphasizing Special Education Leadership. She began her teaching career with Clark County School District teaching a range of subjects in early childhood, elementary, and middle/high school education. She served as a Multi-Tiered System of Support Project Facilitator and state MTSS Regional Project Coordinator creating and facilitating state and district-level professional learning sessions and supporting school teams with academics and behavioral tiered supports. Dr. Rutledge is passionate about her commitment to education and serving her community. She has written award-winning grants to support teacher collaboration time, provide scholars with community-based learning, and increase language, literacy, and communication skills. Dr. Rutledge looks forward to continuing her commitment to scholarly achievement, supporting families, human talent development, and implementing systems rooted in access, equity, and liberation as the Director of the Nevada Special Education Technology Assistance Project with the University of Nevada, Reno.

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In addition to individual episodes, you can register for the complete series (free for members; $150 for non-members).